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    Unit 7

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    Unit 7

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    Ste tl) ee set ee Cet Cee Mace eae Sree aoe cn ee See Ie a eee ey talk about alternative places to stay when travelling eee ey eee ee ee ere use appropriate phrases to show that you can imagine CC ees @ cRamar = Nodals ofdeduction = Quantifiers @® VOCABULARY 1 Describing houses and buildings: ati, batcony, basement, block of flats, doorbell, downstairs, (ground/first/second) flor, fat, front deo, landing, locaton, lock, move house, ‘move into, move outof, neighbourhood, rent, steps, terrace, ‘upstairs, view * Verbs and prepositions: epoloisefor, argue about}with, belevein, belong to, care about, complain o/about, cope with, depend on, pay fr, rely, succeed in, thinkabout, woiefer, worryabout = Wordpower: over (= finished, across/from one side to the ‘other, more than, during, the other way up, covering) @® PRONUNCIATION = Modal verbs: soundingthe final tord Sentence stres: verbs and prepostions ® Soundingpolite © COMMUNICATION SKILLS 1 Describing houses and buildings = Describing town or ity = Making polite offers and requests and asking for permission *= Using appropriate phrases to show that you can imagine ‘other people's feelings = offering choices = Writing anote with useful information GETTING STARTED Although there are no right or wrong answers to these ‘questions, use this whole-class discussion stage to bring, ‘out the themes which run through this unit: different styles of houses and other forms of accommodation. G CULTURE NoTE ‘The photo shows guests having breakfast at ICEHOTEL in Jukkasiarv, a village in northern Swreden. It was the first ice hotel in the world and was first builtin the early 1990s. tis constructed from 20,000 tons of snow and 3,000 tons of ice each year, including the tables, chalts and glasses. Artists from around the world apply every year to design the hotel's famous suites b 2p Give students time to think about the questions. Prt them into pairs to discuss their idens. Take feedback by asking afew students to repet back on thet partners ideal home and whether they would ike to live there too Q exraacrivity ‘Write this question onthe board: Which room do you thinks the mostimportantina house? Why? Ack students to compare tharchoice in small groups. They should discuss their reasons and find out thelr views about why tis room isthe mast important have changed since they were children and ‘wy. Ask for their answers feedback and see which room is ‘the most popula. OPTIONAL LEAD-IN Books closed. Put students into palrs and ask them to tel their partners about the diferent homes they have lived in during their ves. they have lived in the same pace all their ite, they should describe changes that have been ‘made othe home, They should also tell her partner about ‘a memory they associate with each home. Ask for examples during feedback. Find out who has lvedin the most unusual home and who has the most interesting memory 2 C2 Ask students to look atthe photo and the ttle of the tit, House and home. Pt them into small groups and ack thern to discuss the questions. Nominate afew groups to share their ideas with the rest ofthe class UNITT House and home 99 Leah ata) CENA rf. OPTIONAL LEAD.IN Books closed, Write this sentence on the board: Home i Where the hearts. ‘You may wish to explain that this proverb means:"Home isn't a building, but the place where the peaple you love are’ ‘Ask: Do you have osmilar expression in your own longuage? What does it mean? Do you agree withthe expression? EXGRAMMAR Modals of deduction a Ca Tall students to look atthe four photos of tferent hhomes, Put students into pars or small groups to dliseuss the questions, Take feedback as a class by asking different groups to say something about each photo. Write ther ideas on the board, Do the other groups agree? Add notes from what the other groups sy, aad Teave them therefor Te. b ©lzmm Play the recording for students to listen and ‘atch the speakers with the photos. Check answers asa class Answers Audioseript ‘Pear Wills very smal so Itca't belore to able arly, mayoe ‘smal family an older couple who Ian tha own Wheres It's somewhere dry and sunny, sit could be Mesce, maybe or Spain seewegR2 Therecan't bemuch spacein there, so thinkit must belong, toa single person ora couple And where sit tcouldbe In any big cly,buton the outskirts of tect, think, Imightbe somewhere le Tye, where and expensive soyou catbulld bghouses It ‘might not bea hous; itmightbe two separate ats. No, they cant be asthe ground faor ones toosmall sot must bea house spear You carseat builngs outside thewiedow, 20 this Nat ‘must besomenhere tke Dubal orsamemodem cy. Whoever fi therecan'rhave citer fs much too ty. tight besomeone he woke alot, or someone who doesn'tspend much tmethare, pean Its a huge house so avery bi femly muse there, or ‘maybetwoor thre frentfamilesritrrghtbe-ahallday home because inthe mountalre somewhere Itcould be Saftzetand or ‘usta orpethane Slovenia, Someutere in Europe (7) VOCABULARY SUPPORT outskirts (82) the areas that form the edge ofa town or city © @IRRD Refer students back to their suggestions onthe bond for la. Ask Di you hear the spears aking boat ay ofthe ideas on the board? Play the recording again for students to listen and check thet ens, Then check answers asa eas ‘You may wish to tell students that the buildings in the photos are in: a Switzerland, b Dubai, ¢ Mexico, and Japan, 100 UNIT7 House and home ae ee eRe eK Pee er eee tuse a lexical set to describe houses and buildings Pee + understand an article about altemative places to pe ee tt See eon Anewers 4. Discuss the question asa cass © Asle Why did the speakers use the words ‘maybe’ and ‘perhaps’ when they were talking about the four houses? GBecause they weren't sur; they were making guesses.) Tell students that they are going to look at other ways of making deductions (guesses based on limited information) Put students into pairs to complete the sentences, Plicit students’ ideas but dot check answers at this point £ Gi Play the recording again for students to check their answers. Answers & Students complete the task individually. Check answers asa class, | Answers fh Discuss the question as a class. You may wish to point out that we often use be after modals of deduction, but other verbs are possible (eg, have, get, etc). | Answers Wirlte these sentences on the board and elicit ways of rephrasing them using modals of deduction. Suggested answers are given below in brackets, 1 Fm sure that's.@nolsy area, (Thatmust bea noisy area.) 2 It's possible thatit’s cheaper to vein the county. (t might) could be cheaper to lvein the country.) 3. msure that init my phone. (That can’tbemy phone.) 4 Perhops the teacher speoks French. (The teacher might/could speak French) IMtyouhave a strong group, ask them to giveyou reasons for ‘each deduction. © are The most frequent error with modal of deduction is using cther medals where must or might is required. Instead of ‘must, students often use have to or should, eg. owrhevetoe should betired (Correct form = You must be treo). Instead of might, students often use can, e.g. thinkthircam be the key (Correct form = think this might be 1D Olam students read the information in Grammar Focus 7A on SB p.144. Play the recording, where indicated and ask students to listen and repeat. Students then complete the exercises. Check answers asa class, making sure students are using the most appropriate ‘modals. Tall students to go back to $B p.80. Answers (Grammar Focus 7A SB p.143) FAST FINISHERS To focus on deductions about things happening now, ask fest finishers to think of afew famous people and imagine what they might be doing right now. j @RM Pronunciation Give students time to read the sentences in 1g again. Then play the recording, pausing after each sentence. Take feedback as a las. Flicit that wwe don't pronounce the final tor din a word when i's followed by a consonant sound. We do pronounce it ‘when it's followed by a vowel sound. | Answers k QIN Give students time to read the sentences. Then play the recording, pausing after each sentence. Check. answers as a clas, then put students into pairs to practise saying the sentences. | Answers: | 2X Give students time to think about their answers, then put them into pairs to discuss the questions. Take feedback asa class. EAVOCABULARY Buildings Individually, staclents read the email and choose the correct words, They then compare answers in pairs. You may wish to point out that we also use the expression ‘move house when we move to a flat or apartment, not only when we move to a house. Answers www frenglish.ru b DB CREME students do the exercises in Vocabulary Focus 7A on SB p.158. Individually, students do Exercises a and b. Play the recordings for students to check their answers. Pt students into pairs to do Exercise ¢. Monitor for Exercise and take feedback as a class. Tell students to turn to SB p.81. Answers (Vocabulary Focus 7A SB p.158) @ exrraactvity Ask students some questions about the building you aren at the moment: = Which floor are weon? = What's upstairs fom here? ina'sdownstotrs trom here? ~ Does this bulaing have a balcony? Does thoveo basement? at's the neighbourhood? READING QW Tel students to imagine they're travelling on their wm toa city they don’t know, Theyl be staying there for three nights, Where would they prefer to tay? Give students ime to lok atthe three options then put them into pairs or small groups to compare their choices, giving reasons and referring tothe advantages ard disadvantages of ench one. Take feedback asa cass. Ask fora show ‘of hands for who'd rather stay in a hotel and ask those students to explain why. Repeat for the other two options. b Pre-teach the word host (someone who has guests). Give students one minute to rend the introduction and choose the best summary. They then compare their choice with ‘partner. Check answers with the class. Asc: Has anyone heard of or used Airbnb? Answers G CULTURE NOTE ‘Aironb isa website that helps people who want to rent out rooms in thelr own homes for other people tostay in (or short stays or longer. twas founded in 2008. thas more than 600,000 listings worldwide in nearly 200 countries, Most ‘ofthe places listed are rooms inhouses and fats, but there are also host offering rooms in castes, tree houses and on boats, The website has user reviews for evry listing © CW Before students read the next part, ask them to imagine the good and bal points of paying to stay in someone else's home. Put them into pars or small groups to discuss ther ideas, then take feedback as a class. Suggested answers UNIT7 House andhome 101 Students look at the photos. Ask: What kind of buildings ‘can you see? Tell students that they are going to read. ‘what two guests, Antonia and Kumi, say about their experiences as guests in these places. Individually, students read the article and do the task. They then ‘compare answers in pairs. Check answers as a class, Ask students to justify their answers by using information ‘quoted from the article. Answers exrraactivity Ifyou thnk your students need to spend more time processing the article before doing 3e, write these comprehension questions onthe board Give students time to read the article again and answer the questions 1 How do you usea website tke Aron ifyou went nda place to stay? Vou browse the profes of places torent) 2 How much do mos places cost per night (between about £25 and £100) Where is the villa? (California) Who cooked Antonia’ realest (Jf, the host) Where is the old house? (Berlin) Uihich port ofthe house aid Kul have? (the whole ofthe top floc) 7” What hoppened at mealtimes? (She ate and chatted with the hosts) 8 Why was Kuniglod she could use the kitchen? (The restaurants nearby were quite expensive.) © CW Pat students into small groups to discuss which ofthe two places they'd rather stayin and why. Take feedback 28a class. f CB Before students read the next part of the article, ask them to imagine the advantages and disadvantages of being an Airbnb host. Put them into pairs or small ‘groups to discuss their ideas, then take feedback as a ‘class and write some of their ideas on the board. Leave them there for 3g. & Give students one or two minutes to read the texts quickly to see if any of the ideas on the board are mentioned. They then compare answers in pairs. Ask: Would you like to be an Airbnb host? Why/Why not? Answers 102 UNIT7 House and home www frenglish.ru fh Give students one minute to read the texts again and match the words with the definitions. Check answers as a class by reading out the definitions and asking students to say the words. Make sure they can pronounce the words correct. Answers EASPEAKING a 2B Ask students to look at the photos, Explain that they are going to guess things about each building, You ‘may wish to remind them to use modals of deiuction, or wait and see whether they produce them naturally as they speak. Put students into pairs or small groups to discuss the questions. Monitor to check how well they are using modals of deduction and vocabulary frm the lesson, “Take feedback as a class and find out if students have the same or differen ideas about each building b CW Put students into pairs for this speaking activity, in which they imagine that they can stay in one ofthe buildings for afew days. Uf possible, mix students up 40 they are talking to someone they havent just been speaking to.) Give them one or two minutes to try and agree on which house or flat they like best. Nominate a few pairs to share their final decisions with the rest of the class, and to say whether it was easy or difficult to agree. Q FAST FINISHERS Ask ast finishers to think about the best area tole forthe following people: a young couple who have just got married ~ a university student ~ a pensioner living alone heck their ideas during feedback © Workbook 7A | Photocopiable activities: Grammar p.163, Vocabulary p.169, Pronunciation p.177 stan LN AO Uae OMY Q OPTIONAL LEAD-IN Books closed. Write these words on the board: lighthouse, skyscraper, tree house, muscum, cottage, hospital, cholet. Put students into small groups to discuss whether you usually find each building ina city or in the countryside. Take feedback asa class. Ask: Which ofthe buildings have you been in? When? Why? LISTENING a 2B Put students into pairs or small groups to discuss the questions. Nominate a few students to share their answers with the class b Give students a few mimutes to read the list and answer the questions. Put them into pairs to discuss their answers, Take feedback as a class and find out if students have more reasons for why small towns are better than cites. Possible reasons might include: there's less crime; it's quieter; property prices are cheaper; the air is cleaner, you can see the stars at night. ¢ Qi Pat students into pairs to make alist of reasons wy cities are better places to live than smal towns. After afew minutes, take feedback by writing alist of students’ reasons onthe board Leave the list onthe boat for 1d ¢ © YPM Tell students that they are going to hear two people, Tim and Kate, talking about the same topie. Does ‘Tim mention any ofthe reasons on the board? Play the recording for students to listen and check. Take feedback ‘asa class, Ask: Did any of Tim's reasons surprise you? Answers Audioseript ‘ta What areyou reading? vate. Fran just sant mathe lnk tothisistolfvereasonswhy small owns ae batter than Hahal ‘What areyou laughing at small townsaebetterthanchies + Ye, fyou want ta haverathing todoandnever mestaryone 7 ne I Nloved growngupina small town, There’ areal sense cof community Pecplecare aboutyout Ihe youbelong toonebig family 1 Yes, Inowyou kei But Ivaalway’s bean a cy boy. Hove begin thecentreot things theres somuch going fonhere Cnaras, restaurants, museums. nd thee areas more work opporturtiesinbi ‘tes han na small town, Buttheres also morecrme, Lifes more dangerous her. Actually, researchhasshown thatits actualy saferto liven thea, Realy? find thathard to baleve Yes they dda study inthe Us thatcornpared the numberof accidents n country and ely ‘ares And In thecounty there ‘wes arnuch higher number of accents than Inthe cy. Car crashes mainly, because panple cirwemorein thecountyside ‘That makes sense you thrk about And hosptals ar nearer | suppase, so you get hale quiches, a eee eRe ee + understand an informal discussion about living ent! use ale prepositions correctly Rese eee eee eect ee Bacly.Solteactaliysaterto vein the cy Andis better for the environment Really? How do you work that Wel you cantly on public transportinthecountyideltke 7 you canin the cy soyou have te devernare es been pra thatlfyou Ivelnthecty, you « actuallyhavaasmalir carbon footprint, especaifyou Ive he area where they live Ive defintely noticed that vwakmarencd vein heel Everythings close, guess. And tisnicenatto havea ethno theca justo gato a Supertarkot You eel There arealotof advartagesta ivingina cy, Yaw can arguewth that No,\ cart there are definitely advantages, But stl miss my litle hometown, somenare with geed pub transport ¢ GAMMA Give students time to read the statements, You may wish to pre teach the phrase carbon footprint (a ‘measurement of the amount of carbon dioxide that someone's activities produce). Play the recording again Students compare answers in pairs. Encourage students to justify their answers as far as possible Answers £ QW Give students time to read through the questions. Pat them into pairs to discuss their idens. After a few minutes, put pairs with other pairs to extend! the discussion. Take feedback asa class. Nominate a few students to talk about the question that their group diseased the most EAVOCABULARY verbs and prepositions Write this extract from the recording on the board with the preposition gapped: You can’t argue __ that. Focus fon the verb argue and ask: What's the missin preposition? vith. Tell the class that they are going to learn more verb and preposition combinations. Individually, students complete the sentences then compare answers in pais. Elicit their ideas but don't check answers at this point. b CARN pronunciation Play the recording for students to listen and check thei answers Answers and andioscript UNITT House and home 103 Check that students understand the meaning ofthe verbs plus their dependent prepositions by asking these questions: Who do people usually ‘care about’ most? (friends and family ~ ‘perhaps just themselves!) ‘fsomething ‘belongs to’ you sit yours? (yes) Ifyoucan ‘rely on’ someone, do you trust them or worry about thom? (trust them) Give students time to read through the pronunciation rule. Then play the recording again for students to ‘complete the rule, Answers ual dont sts ¢ @JREM Play the recording again for students to listen and practise saying the sentences in 2a d Students work in pairs to match the verbs with the prepositions. Check answers as a class Answers exrraactivity Write these symbols onthe board: ° oo 00 0000 Tell students thatthe patterns represent syllables and stress Say each vet from exercise 2d clearly, and ask diferent students to come t the board and write the verbs next tothe correct stress pattern. Ask the other students to help. © care, cope, pay, think, walt 00 complain, believe, belong, depend, rely, succeed 00 argue, worry 0000 apologise Put students into pais to practise saying the verbs with their prepositions. Remind students not to stress the prepositions © Give students five minutes to complete the sentences ‘with the verbs and prepositions from 2d. They then. cconipare answers in pairs. Check answers asa class Answers 104 UNIT7 House and home www frenglish.ru # CW Give students time to look quickly through the instructions, then ask them to add the missing preposition, They shouldn't discuss the game topics at this point Check the correct prepositions as a cass. Answers bet Divide the class into teams to play the game, Make sure they understand that they'll win more points by writing down things that the other teams might not think of Greate a competitive atmosphere by asking the teams to give themselves a name. Set a time limit of three minutes ‘and encourage students to think carefully before they write down their answers. Remind them to keep their voices quiet so that other teams don't hear their ideas Stop the teams when the time limit is up. Check answers and award points by reading each question and asking ceach team to give their answers. Teams win points for answers that no one else has. The team with the most points at the end wins. Suggested answers 2 Incath, bychequa, nina, wth aerate card crt nase, the fod, alack ofhot water « lmsoryl'mlate Sorry '™m ate Please k 1 check thelr phones, ten tous fe eath, money, work fale, magi, Fater ch EXGRAMMAR Quantifiers a QW purstucents into pairs or small groups to discuss the question, Take feedback asa lass bb Tell students to look at the photo of the High Line, New York. Invite a few students to describe what they can see in the photo. Ask: What’s unusual about it? Then give students one or two minutes to read the article and check. Check the answer as a class. Find out if anyone in the class has been to or heard of the High Line or would like to go there. es veme for beinglate & CULTURE NOTE The High Line project was started in 1999, when two local residents, Joshua David and Robert Hammond, had the idea ‘of transforming a 2.3kr-long stretch of disused railway track intoa park Sixyears before work onthe High Line began, Parisalready hadits own elevated park created on reclaimed urban space. ‘The Promenade Plantée, bult in 1983, stretches for almast ‘km across the city ona railway line which closed in 1969. www frenglish.ru © Give students afew mimtes to read the article sgnin. EI SPEAKING and underline the correct words. They then compare pares 7 4 Tell students that they are going to talk for one or ‘two minutes about the place where they live. Give students up to five minutes to read the task and prepare ‘what they're going to say. Monitor and help with any ies vocabulary that they need. 4 b CW Put students into small groups. Before they begin talking, make sure they know what they need to listen for and think about. Tell students not to rsh this speaking activity. Encourage each student to talk about Oar their place for at least a minute. When everyone has spoken, the group should discuss which places would Student ar key to omit some and any before plurals ane Sri tad tecreger the tamaly with youngcalaren general nouns, ¢g. étketeesh you questions (Correct form te: Monitor cad lisen for correct usage ofthe target ask you some questions) or Hegot therewithout trouble language from the lesson. Take feedback asa clas. (Correctform =... withoutany trouble) Pome cniarat tenia WOMEN Grammar Focus 7B on SB p.144, Play the recording where indicated and ask students to listen and repeat. BP Workbook 78 Students then complete the exercises. Check answers "> Photocopiable activites: Grammar p.163, Vocabulary p.168 asa cass, making sure stents are using the corect ‘tuantfiers. Tell students to go back to SB p85 Answers Answers (Grammar Focus 7B SB p.145) exrraactivity \Wite these sentences onthe board and put students into pais to find and correct the mistakes inthe underlines phrases, 1. Thereare alot bookshops here. (alot oflots of) 2 [ido bring plenty bogs. We need more (enough) 3. Nina gave me plentv advice about what todo. (plenty of) 4 We saw many butterties.(alotofflots of} 5 The station's too much fr to walk, (0 far) 6 ew of people know about this place, so ts usually very quiet. (Few) 7. They aren't building the new school enough fast. (fast enough) 8 Vd ike to ask you any questions you have time. (some) @ Ask students to read through the task. Demonstrate the activity by describing a place that all the students should know. Can they guess the place you're talking bout? Give stents five minutes to prepare what they're going to say individually. Monitor and check that they are using quantifiers corectly. Encourage them to add some details atthe end oftheir descriptions that will help the other students gues. £ Cippat students into pais to readout thelr sentences. Monitor and point out any errors for students to self- correct. Take feedback as a class and ask students which descriptions they found easer/harder to guess, UNIT7 House andhome 105 Everyday English SUT TT a Mero COC OPTIONAL LEAD.IN Write this word snake of adjectives onthe board: Put students into pairs and ask them to find adjectives in the word snake, Tell them to use the words to finish these sentences. People con feel Situations can be Check answers asa class (people can feel worried, annoyed, and embarrassed: situations can be annoying, stressful, ‘embarrassing, and painful Tell the class that they will need some ofthe adjectives later fonin the lesson, EALISTENING a Qappt students into smal groups and give them a few minutes to discus the questions about visiting people's houses. Nominate a few students to shave thetr group's answers with the rest ofthe clas. b Cv in the same groups, students discuss what they ‘think is happening in the photos and how they think the people feel. Take feedback as class ¢ @BBM Preteach the word allergic (having a condition that makes a person sick or develop skin or breathing problems because they have eaten certain foods). Play Part 1 of the video or audio recording for students to see if their guesses were correct. Check answers asa clas. Answers ‘Video/Audioseript (Part 1) {ex Do |ookOK, Tom? (oh thankyou, Tow Youlook great Youvegst —¢ Wouldyouexcusemefora nethingto worry about ‘ement?ust need to check 8 Oh really hopeyour parents onthe food lke me 8 Ofcoursa I there anything we 1 afcousetheywil Youle candotohelp? final Ateryou,go0n....Dad, € Ohno, tall under contrall thisiBedly. 8 So, Marth wenaet Hello, Bec. "michael Michael! Isverynicetomestyou. ——_@ EF, Michal expectyou'e 8 Ne to mestyou ‘ected about the match ths 1 Andis mjrum, charlotte. aftemoon, ‘owmuorre Helo} islovelyto——w I'm not rly football fan, to ‘meetyou at ast bbe honest | prefer ott 18 oh you tool 8 oh isee © Thankyou. Theyrelovey. €or, doyou thinkyou could Take seat, Becky gvemeshandinhete? 106 UNIT7 House and home At the end of this lesson, students will be able to: Sr enon eet Persea eeeaessca ney ee tn tice eer gees cena + use phrases to show that you are trying to imagine how someone else is fee! reer Tsute i Andi aller to mushrooms. 1 So, dayou play galt. © What? Tom, wy dot youtal 1 Isentyou an emall yesterday. Didrtyouseeit Oh ro, wedi Fmrealy sorry, Becky. Lat me etyou something ee 0h ro, Caroline, ts ne, realy Isitokiusthave some bread ane butter? No, we cat do better than that Miget you a gren salad. 1 Oh Ok, that would be lovely. Thanks 1 Becky my mums names Charistte, nat Carctina. 1 Oh ro! How embarrassing) $0.arolne Tom tellsmeyoute anarehtect. That mustbe very Interesting (Oh ery. ely enjoy Infact, atthe moment, 'm working, W Herewe go Oh this looks delicious. Its mown ectpe Whats init itsricken and mushracm, BOhUm issomethingwrong? 1 She'a vegetarian! 4 @WEM Give students time to read through the sentences. Play Part 1 of the video or audio recording, again. Students compare their answers in pairs. Check answers as a class. Ask: Why can’t Becky eat mushrooms? (because she’s allergic to them). To check understanding, ask: Whar else are some people allergic 10? (eg. eggs, nuts, seafood, pollen from plants in summer). You may wish to contrast the pronunciation of the adjective allergic /ol:cs1k/ and allergy /‘alod3i/. Answers € Discuss the questions as a class. You may wish to. ‘mention that Becky hasn't been a bad guest, but she hhas been a bit awkward and made a few mistakes, She probably hasn’t made a very good impression, but she has tried to be friendly and interested in Michael and, Charlotte. She is also very polite when she is offered {ood that she ean't eat Q exTRAACTIVITY Ask students to think of time when they were hoping to make a good impression and made some mistakes. If they can't think of one, they can recall atime when they were worried about meeting someone and how the meeting ‘went. Put students into pairs to tell their partners about the event. Ask for examples during feedback. Find out whose experience was the most embarrassing or most successful USEFUL LANGUAGE Offers, requests and asking for permission ‘4 Put students into pairs to match the questions and responses. eae 2 4e sd b Discuss the phrases in bold as a class. Answers Istherearytring weean do to help Letme..t DDoyouthinkyu could 3 sioKit to match the requests and responses, then check answers as a class. You may wish to point out that Do you mind? means Is it « problem?. So ‘we reply with Not at all or No, tha’ fine if we are happy about the request, e.g. Do you mind f leave now? No, that’s fine. | Answers 2e3a4esd EALISTENING Ask the class to guess what Tom and Michael are talking about, b QIN Play Part 2 of the video or aulio recor students to se if their guesses were correct. ling. for Answer Video Audioscript (Part 1) TOM Listen, know todayhaset onevery wel. menus. What do youmear? 1 Well Becky kept getting your hares wong, Arid she dant eatthe food youmade. oh, don'twortyaboutthat It vwasn'ther fault. Becky seers realy eat +r You relly thinkso? Yes of course. 1 Wal ealy happy to hear that because, wel mthirng facing har to marty ma Really? But that's pest ¢ @RBM Give students time to read the sentences. Play Part 2 ofthe video or audio recording again. Check the correct answers asa class. Ask: How do You think Tom feels about his dad's reaction? (happy). Answers . www frenglish.ru EA CONVERSATION SKILLS Imagining people’s feelings 2 CHEMI Put students into pairs to complete the sentences. Play the recording for students to listen and check. Ask: Does Becky know how Tom’s dad feels about football and how Tom's mum feels about being an architect, or is she guessing? (She's guessing.) | Answers and joseript eso chic. That must be very nt Give students one minute to read the exchanges and underline phrases for imagining how someone else is, feeling, Check answers as a clas. Anowers 1 You mustbeweryt Imagine you'eabit nervous ¢ CQ Tell students to look at the example and ask for some other possible responses, e.g. You must be very ‘busy! Remind students ofthe silent ts in That must be /Seinasbi/. Pat students into pars to think of good responses to sentences 2-4, They then practise short conversations. Encourage them to sound like they ean really imagine the other person's feelings. Suggested ansvrers must be realy painful You mustbe (71) LANGUAGE noTes We follow lexpect/imagine you re/You must be with adjectives that describe feelings (excited, stressed, annoyed, nervous, et.) eg You must be reallyannoyed (about that)! We follow That mustbe with adjectives that describe things ‘or situations (exiting, stressful, annoying, nerve-wracking, ete, eg, That must be realy annoying! When imagining other people's feelings, we often use adverbslke rather, qulte, 50, very, really and extremely before gradable adjectives and absolutely before extreme adjectives, e.g. You must be really angry. You must be absolutely furious! Give students intonation practice with a substitution drill ‘say the following sentence with the correct intonation: Seas ‘Tht must be exciting! Use these different adjectives one ata time for students, ‘to substitute: interesting, disappointing, fun, difficult, ‘rightening, easy, dangerous, enjoyable, e.g: Interesting (That mustbe interesting!) = disappointing (That must be disappointing!) d_ CQ Give students time to prepare the plan, hobby and problem they're going to talk about. Then put students into paits to practise listening to each other and show empathy by imagining each other's feelings. UNIT7 House and home 107 PRONUNCIATION Sounding polite a © Tell students that they are going to hear two sentences. Each sentence will be said in two different ‘ways, They need to listen and decide which version sounds more polite. Play the recording, for students to Tisten and decide. Check answers asa class. Ask: What makes one question sound more polite than the other? Establish that the difference lies in the intonation. In the polite version, the voice moves up and down on the key words, whereas in the other versions, the voice doesn't move much. Play the recording again for students to listen and notice |" wers b ©MMM This task gives students more practice in noticing the difference in intonation, Play the recording for students to listen and check. They then compare answers in pars. | Answers ¢ CW Pat students into pairs to practise saying the sentences in Sb with polite intonation. Encourage them to use appropriate fecal expressions to lok and sound more interested, 108 UNIT7 House and home www frenglish.ru EASPEAKING a B® Divide the class into pairs and assign A and B roles. Student B looks at the instructions on p.131 Give students about five minutes to read through their instructions and prepare what they are going to say. Then put them in pairs to role-play the two conversations. Monitor but don’t interrupt fluency tunless students make mistakes in theit choice of language when asking for and giving permission, Nominate a few paits to perform their conversations for the class. Ask Student As: How helpful was your partner? Gan you do all the things you want to do in his/her home? And how polite was he/she? Did he/she sound interested in your new job? Ask Student Bs: How polite was your partner? Did you get permission for everything you want to do in the office? Q FAST FINISHERS Ask fast finishers to write a short email to the friend or the ‘colleague to thank them for thelr hospitality or their help, Students can read these out during feedback, “Workbook 76 ‘}) Photocopiable activity p.178 nit rogress Test "© Personalised online practice Skills for Writing Make yourselves at home OPTIONAL LEAD-IN Books closed. Draw these speech bubbles on the board: >)

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